首页> 外文期刊>Research in science education >Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning
【24h】

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

机译:为何查询? 小学教师的目标选择探究与上下文的教学策略,以刺激学生的科学学习

获取原文
获取原文并翻译 | 示例

摘要

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.
机译:研究表明,科学教师之间存在教学内容知识。本研究调查了两位小学教师及其在选择基于查询和背景的教学战略方面的目标以及教学策略选择与教师对学生理解和预期学习成果之间的关系之间的关系。由教师和学生的颁布教学的经验创建的内容陈述作为教师在访谈中的思考的基础。根据预期,颁布和经验丰富的教学目的分析来自面试的数据,最后作为预期,颁布和经验丰富的目的之间的关系。学生的教学的经验是通过调查问卷捕获的,使用内容分析进行局部分析。结果表明,教师的预期教学目标是学生将学到水。在颁布的教学中,似乎是询问过程的重点,这也是有多少学生经历了活动的目标。意图与经验丰富的目标之间存在差距。在教师的教学战略选择之间发现了任何关系,以及他们对学生的理解的知识,除了也增加了戏剧的老师希望支持她的学生对水状态的理解。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号